Peer Feedback Practice in EFL Tertiary Writing Classes

Autor/in	Nguyen, Ha Thi
Titel	Peer Feedback Practice in EFL Tertiary Writing Classes
Quelle	In: English Language Teaching, 9 (2016) 6, S.76-91 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Feedback (Response); Second Language Instruction; Writing Skills; English (Second Language); Metacognition; Peer Influence; College Students; Semi Structured Interviews; Content Analysis; Qualitative Research; Observation; Video Technology; Check Lists; Student Attitudes; Cooperative Learning; Writing Instruction; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Writing skill; Schreibfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Collegestudent; Inhaltsanalyse; Qualitative Forschung; Beobachtung; Checkliste; Schülerverhalten; Kooperatives Lernen; Schreibunterricht
Abstract	Peer feedback plays a pivotal role in stimulating students' participation in L2 writing, which has the potential to develop students' writing skills. The concept of metacognition has also been examined to facilitate learner writers in their learning process. As such, this study drawing upon the concept of metacognition explores the implementation of peer feedback in English as a foreign language (EFL) tertiary writing classes in Vietnam and based on the findings develops a peer feedback approach to enhance the learners' metacognition. Data were collected from semi-structured interviews with sixteen English majors and classroom observations in two English writing classes at a university in Vietnam. Content analysis of the data revealed that peer feedback was informally implemented in two EFL writing classes under study, which might suggest that few opportunities for the students to develop their metacognition could be provided in this current feedback approach. The findings also demonstrated the learners' expectations for changes in peer feedback practice in their writing classes. Thus, the study suggested a jigsaw peer feedback approach which met the participants' desires and simultaneously afforded the learners a number of opportunities to improve their metacognition in EFL writing contexts, especially in Vietnam. This study helps to extend the literature in peer feedback approach in L2 writing which is underpinned by the concept of metacognition and offers both pedagogical and theoretical implications in English language teaching (ELT). (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01